Abstract
The establishment of the National Commission for Nomadic Education (NCNE) in Nigeria in 1989 created a wider opportunity for the estimated population of 9.3 million nomads in Nigeria to acquire literacy skills. The coming of the Commission arose due to the massive illiteracy figure of the pastoral nomads and migrant fishermen put at 0.02% and 2.0% (Federal Ministry of Education, 2003; UNESCO, 1998) respectively. To improve the literacy rate of the nomads, the NCNE employed various approaches such as on-site schools, the shift system, schools with alternative intake and Islamiyya schools to provide literacy education to the nomads. However, a critical appraisal of these approaches by the Commission shows that very few of the schools were viable. This portrays the fact that these approaches have not actually helped to improve the literacy rate among nomads in Nigeria. There is, therefore, the need for alternative approach to be adopted. With the revolutionary trend of ICT in Nigeria, there is the need to bring in mobile learning through the use of mobile technologies ( such as handset, simple text message etc. which is predominantly in many parts of Nigeria) to enhance the literacy learning process in the Nomadic Education Programme of Nigeria. This paper, therefore, explores the need and advantages of integrating mobile learning into Nomadic Education programme in Nigeria so as to ensure a successful implementation and achievement of the goals of the programme.
Highlights
Article 13 of the International Covenant on Economic, Social, and Cultural Rights (UNESCO, 2003) articulates: Education is both a human right in itself and indispensable means of realising other human rights
Education has a vital role in empowering women, street working children from exploitative and hazardous labour and sexual exploitation, promoting human rights and democracy, protecting the environment, and controlling population growth (UNESCO, 2003, p. 7)
In Nigeria, the government set up different agencies to implement education for the nomads; these agencies include the Federal Ministry of Education; Schools Management Board; National Commission for Nomadic Education; Agency for Mass Literacy, and the Scholarship Board
Summary
Article 13 of the International Covenant on Economic, Social, and Cultural Rights (UNESCO, 2003) articulates: Education is both a human right in itself and indispensable means of realising other human rights. The provision of equal access to educational opportunities for all citizens of the country at the primary, secondary, and tertiary levels, both inside and outside the formal school system To this effect, the establishment of various institutions like the National Mass Education Commission in 1999, State Agencies of Adult Education, and most especially, the National Commission for Nomadic Education in 1989, created a wider opportunities for the estimated population of 9.3 million Nigerian nomads. Educating Nigeria’s nomadic populations via distance education (and using mobile-learning methods), can be viewed as a positive step towards effective implementation of the provision of Nigeria’s National Policy on Education (NPE) on equal access and brighter opportunities for all its citizens regardless of where they live. The provision of tele-centres that provide Nigeria’s rural and nomadic peoples with practical skills acquisition are currently being used to teach topics such as health and socio-economic issues that affect their daily lives. The principle of this paper is based on this contextual and pedagogical viewpoint
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